The Fox Panel Goes Right In
Last night’s Gutfeld! segment did what cable panels do best: it took a strange campus story and turned the volume up until the walls complained. Greg Gutfeld blasted a University of Regina professor after the professor said he wanted to do “sexual orientation” work with children as young as kindergarten age. Kat Timpf pushed the basic question that adults keep dodging: if children are showing up with new identity labels, who is shaping that talk in the first place?
The clip was less a policy seminar than a reminder that schools are now where every culture fight goes to find a microphone.
The Pronoun Puzzle Gets Stranger
The professor at the center of the story is j wallace skelton, an assistant professor of queer studies in education at the University of Regina. A New York Post report said skelton asked to be referred to by the full name, written in lowercase, instead of by he, she, or they. The Facebook header reportedly reads “lower case letters please,” which is one way to announce that ordinary language has once again been asked to sit quietly in the corner. The same reporting says skelton’s work includes projects around queer- and trans-centered spaces for children.
When Jargon Meets Taxpayers
Skelton’s website also says he is the father of a non-binary ten-year-old and describes the child as a frequent research partner. That is the kind of detail that makes people ask where family ends and activism begins, especially when public schools are part of the picture. The larger problem is not one professor’s choices. It is a higher education system that keeps rewarding specialized jargon, then acts shocked when regular families think the whole thing sounds like a grant proposal written by committee. Universities can keep building fog machines, but they should not expect applause for the steam.
What Public Schools Should Explain
The real question is simple: what are taxpayers getting for all of this? Most people can understand training for medicine, law, engineering, and trades. They do not need a glossary to see the value there. But when a public university drifts into identity theory aimed at very young children, it should not be surprised when the public asks for a plain-English explanation. If the institution cannot give one, that is not a sign of progress. It is a sign that the bureaucracy has mistaken its own language for evidence.
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